Assessment is an important factor in any educational setting. This paper explores current assessment practices in the English-as-a-Second-Language (ESL) setting. Because assessment is an essential component of the decisionmaking process in ESL, a case for a more dynamic process is presented. Assessment in the case of the ESL learner becomes a case of following the literacy growth of each student so that appropriate planning may take place. Assessment is a continuous process from entry to exit of the ESL program that monitors literacy development in addition to second language learning. In order to create a sociocultural, data-driven ESL classroom environment, assessment must honor the wholeness of language and focus first and foremost on the individual learner, using all the teacher's powers of observation and analysis. This is the only way to provide a comprehensive picture of unique individuals with unique needs. (Contains 26 references.) (KFT)